Search results

The research aims to understand the stories of women leaders who have demonstrated bravery in leadership. By analyzing their lived experiences through storytelling and narratives, it seeks to shed light on the challenges and motivations behind their brave actions, contributing to a deeper understanding of bravery in leadership within gender and organizational contexts.

This study adopts a qualitative multiple case study approach, focusing on the autobiographical accounts of three women leaders to explore their experiences of bravery in leadership. Utilizing narrative analysis (NA), it is grounded in ethical leadership theory and narrative identity theory. The research method involves cross-analyzing these narratives to unearth themes that depict a multifaceted view of bravery, including moral courage and ethical decision-making.

The study reveals various themes of bravery in leadership, such as moral courage, authenticity, resilience and ethical decision-making. These findings enhance the understanding of bravery's role in ethical conduct and transformative change, highlighting the complex manifestations of bravery in women's leadership practices.

This study contributes to the broader discourse on bravery in leadership, especially for women. It offers insights into how bravery is integral to ethical conduct and transformative leadership and sheds light on the influence of gender dynamics on leadership experiences. This study significantly enriches the discourse on bravery in leadership, with a particular focus on women's experiences. It delves into how bravery, encompassing moral courage and authenticity, is crucial for ethical conduct and transformative leadership. By highlighting the stories of women leaders, the research underscores the complex interplay between bravery and gender dynamics within organizational contexts. It challenges traditional perceptions of leadership and bravery, advocating for a more nuanced understanding that recognizes the unique challenges and strengths of women leaders. Furthermore, this study paves the way for future research to explore diverse dimensions of bravery in leadership, encouraging a more inclusive approach that values different perspectives and experiences.

The findings of this study advocate for empowering leadership practices and guide the development of a courageous leadership landscape. Current events show evidence that many organizations lack the integration of bravery as a core leadership trait. These narratives of bravery in women's leadership can serve as a powerful catalyst for inspiring all leaders These stories can guide leaders across various levels to embrace bravery in their decision-making and leadership styles. The integration of these insights into organizational policies and leadership development programs can lead to a more courageous, ethical and transformative leadership landscape.

The research emphasizes the need for inclusive approaches to leadership and bravery, challenging dominant gender norms. It underscores the importance of acknowledging and valuing women leaders' stories, thereby empowering their narratives.

The study adds value to the field by unveiling the often untold narratives around bravery in leadership. Findings can assist in fostering environments where diverse expressions of bravery are recognized and valued. Findings have the potential to inspire a new generation of leaders, across all genders, to embrace bravery in their roles, thereby enriching the leadership landscape with diverse, ethical and courageous practices. This research not only contributes to academic discourse but also has real-world implications, encouraging organizations to reevaluate and evolve their leadership models to be more inclusive and effective in today's dynamic and diverse global environment.

Home-based commercial hospitality (HBCH) is the focus of this study. This community-based tourism (CBT), which has received little research attention, is examined to reveal the meaning of commercially hosting visitors in private homes for experiential meetings on a variety of topics such as food, art, culture, folklore and various workshops.

A qualitative research method was adopted, using semi-structured, in-depth interviews with HBCH providers in the desert town of Arad, located in southern Israel.

The study reveals the impact of this unusual occupation on the host's quality of life, the factors that encourage and suppress involvement in this entrepreneurship, as well as the positive and negative consequences of HBCH on the local environment.

The findings could offer important guidelines to municipalities and local governments seeking to encourage CBT and sustainable micro-enterprises.

HBCH is a recent phenomenon and, as such, has been little researched. This study of one community raises issues that may be shared by HBCH enterprises. The findings could contribute to developing such initiatives elsewhere, avoiding the obstacles faced in this pioneering effort.

While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as “Teaching Chinese as a Second Language in Local Schools” and “Serving the Community through Teaching English,” this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients.

SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students’ reflective journals, co-created personal narratives and podcasts and semi-structured interviews.

This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting.

Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients.

This paper focuses on a brand new SL course, “Storytelling for Understanding: Refugee Children in Hong Kong,” offered in Semester 1, 2022–2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.

This conceptual paper seeks to critically evaluate and illuminate the diverse autoethnographic methodologies that are pivotal for understanding the dynamics of contemporary workspaces. The objective is to contribute to the ongoing scholarly debate on the value of autoethnography in workplace research and explore how it can shed light on complex organizational phenomena.

The paper adopts a narrative literature review approach, focusing on four main forms of autoethnography: realist, impressionistic, expressionistic and conceptualistic autoethnographies. Each form is discussed and dissected, emphasizing their specific sub-forms and illustrating their application through representative examples. The paper engages in a critical debate on utilizing autoethnography in workplace research.

The findings illuminate how autoethnographic methods can be used to gain nuanced and complex understandings of personal experiences situated in workplace culture, as well as how broader social and cultural contexts shape these experiences. The study also highlights the potential of these methods to explore marginalized and silenced stories within workplaces and contribute to the knowledge on power dynamics, inequalities and injustices embedded in the organizational culture.

The following contribution discusses approaches for conducting autoethnographic explorations of selected work environments, offering researchers valuable insights into these methods' application. Through better comprehension and application of these methodologies, researchers can enhance their contribution toward cultivating more inclusive and equitable workplace environments.

The paper stands out in its extensive review and critical discussion of the autoethnographic methods as applied in workplace research. It expands upon individual autoethnographic studies by providing a comprehensive, multifaceted perspective, delving into the merits and limitations of these approaches in particular context of researching contemporary places of work.

This paper aims to examine how the fields of social enterprise, social entrepreneurship and social innovation have theorised and applied the concepts of narrative and storytelling.

A literature review and subsequent thematic analysis were used. A keyword search of three databases identified 93 relevant articles that were subsequently reviewed for this paper.

Four main roles for storytelling and narrative were found in the literature: to gain support for social innovation, to inspire social change, to build a social-entrepreneurial identity and to debate the meaning and direction of social innovation itself.

Following the literature review, capacities and applications of storytelling and narrative in other, related fields are discussed to highlight practical use cases of storytelling that might currently be underdeveloped in the social enterprise and innovation sectors.

The paper argues that the social innovation and enterprise literature predominantly views storytelling as a form of mass communication, while often overlooking its ability to foster communal debate and organise intrapersonal dialogue as possible aspects of strategic thinking and innovation management in social enterprise, social entrepreneurship and social innovation.

While past research has explored how opting-out enables mothers to break free from masculinist organizational cultures, less attention has been given to how they resist disciplinary power that constitutes and governs their subjectivities. This paper aims to add to the discussion of opting-out as a site of power and resistance by proposing the concept of “constructive resistance” as a productive vantage point for investigating opted-out mothers' subversive practices of self-making.

This Malaysian case study brings together the notion of constructive resistance, critical narrative analysis and APPRAISAL theory to examine the reflective stories of eighteen mothers who exited formal employment. These accounts were collected through an open-ended questionnaire and semi-structured email interviews.

The mothers in the sample tend to construct themselves in two main ways, as (1) valuable mothers (capable, tireless, caring mothers who are key figures in their children's lives) and (2) competent professionals. These subjectivities are parasitic on gendered and neoliberal ideals but allow the mothers to undermine neoliberal capitalist work arrangements that were incongruent with their personal values and adversely impacted their well-being, as well as refuse organizational narratives that positioned them as “failed” workers.

Whereas power is primarily seen in previous opting-out scholarship as centralized and constraining, this case study illustrates how the lens of constructive resistance can be beneficial for examining opted-out mothers' struggles against a less direct form of power that governs through the production of truths and subjectivities.

This paper aims to contribute to the pedagogical field of architectural education by conceptualizing autobiographical spatial narratives as possible radical resources and avenues for participation. It seeks to advance a critical approach to the dominant canon of course contents and hidden local dynamics of exclusion and discrimination in architectural education.

The methodology is based on conceptual and critical analyses of feminist, postcolonial and radical architectural pedagogies, relating those with broader feminist pedagogies that question exclusion and discrimination mechanisms from the perspective of the radicality of emotions. As a second step, three experiments intentionally designed in academic courses to open space for autobiographical spatial narratives are analysed to extend the theoretical discussion into the specific local dynamics of exclusion and discrimination that have largely been ignored to date in Turkey.

Different pedagogical approaches and self-experiments have revealed that autobiographical spatial narratives are a type of resource that accommodates students' diverse spatial experiences including forcible displacement. Sharing that multiplicity creates opportunities for participation in the classroom and studio where different individualities, backgrounds and identities are made visible. These potential resources and participation are open to emotions and affects, are collective and transformative and, therefore, are radical.

Although research on architectural pedagogies is still limited, the current literature is constantly being empowered by new studies from various geographies and localities. The present study may facilitate future comparative readings and further research on radical architectural pedagogies, particularly within the Global South, where complex local dynamics might share commonalities dominated by the Western canon. It may also open new discussions on discrimination and the exclusion of silenced individuals in architectural education in Turkey and elsewhere. In the scope of this paper, however, the practical experiences and observations based on two years in architectural education may be too limited for a comprehensive analysis of the applications of autobiographical spatial narratives.

This paper offers novel strategies for creating inclusive, intersectional and decolonized perspectives for knowledge production and more equal spaces in architectural education.

Online/Digital cultural heritage platforms have the potential to serve as empowering sites and tools for democratic participation, and for promoting social cohesion, acting as convergence points for diverse societal groups. They enable the gathering of multiple voices, including those of minorities and groups often marginalised in mainstream cultural heritage documentation. This research paper examines the ways in which these aspirations of cultural heritage platforms as meeting, learning and dialogic spaces for connecting and empowering online communities have been realised.

Using a qualitative design, interviews were conducted with users of New Zealand’s Auckland War Memorial Museum’s Online Cenotaph. Participants shared their experiences with the platform, perceptions of it as a collective social history resource and views on its role as a participatory space for online communities. They also discussed their expectations for its development as an online space for collective memorialisation.

Interviews revealed that users value Online Cenotaph for placing personal, publicly contributed memories and narratives alongside primary military sources. Participants expressed feelings of civic responsibility, social awareness and a sense of identity and connection through their use and contribution to this online commemorative space. The shift from a one-way flow of information from the Museum towards embracing public contribution embodying a high-trust approach, was a notable finding.

This research underscores the evolving role of museums and other GLAM institutions in recognising the importance of inclusivity, diversity and community participation. It provides insights into how digital cultural heritage social platforms can contribute towards these goals and promote social cohesion. This research is also a starting point for further studies on crowdsourcing and social Web activities on digital cultural heritage platforms as sites of community building through public participation and engagement in historical/cultural heritage narratives.

Hair loss is often overlooked but psychologically challenging. However, the emergence of online health communities provides opportunities for hair loss patients to seek social support through self-disclosure. Nevertheless, not all disclosures receive the desired support. This research explores what patients disclose within the community and how their health narrative (content, form and linguistic style) regarding self-disclosure influences the social support they receive.

This study investigated a 13-year-old online support group for Chinese hair loss patients with nearly 240,000 members. Using structural topic modeling, Linguistic Inquiry and Word Count, and a negative binomial model, the research analyzed the content of self-disclosure and the interrelationships between social support and three narrative dimensions of self-disclosure.

Self-disclosures are classified into 14 topics, grouped under analytical, informative and emotional categories. Emotion-related self-disclosures, whether in content or effective word use, receive deeper social support. Longer and image-rich posts attract more support in quantity, but not necessarily in quality, while cognitive words have a limited impact.

This study addresses the previously overlooked population of hair loss patients within online health communities. It employs a more comprehensive health narrative framework to explore the relationship between self-disclosure and social support, utilizing unsupervised structural topic modeling methods to mine text. The research offers practical implications for how patients seek support and for healthcare professionals in developing doctor-patient communication strategies.

This study aims to elucidate the dynamics of social media discourse during global health events, specifically investigating how users across different platforms perceive, react to and engage with information concerning such crises.

A mixed-method approach was employed, combining both quantitative and qualitative data collection. Initially, thematic analysis was applied to a data set of social media posts across four major platforms over a 12-month period. This was followed by sentiment analysis to discern the predominant emotions embedded within these communications. Statistical tools were used to validate findings, ensuring robustness in the results.

The results showcased discernible thematic and emotional disparities across platforms. While some platforms leaned toward factual information dissemination, others were rife with user sentiments, anecdotes and personal experiences. Overall, a global sense of concern was evident, but the ways in which this concern manifested varied significantly between platforms.

The primary limitation is the potential non-representativeness of the sample, as only four major social media platforms were considered. Future studies might expand the scope to include emerging platforms or non-English language platforms. Additionally, the rapidly evolving nature of social media discourse implies that findings might be time-bound, necessitating periodic follow-up studies.

Understanding the nature of discourse on various platforms can guide health organizations, policymakers and communicators in tailoring their messages. Recognizing where factual information is required, versus where sentiment and personal stories resonate, can enhance the efficacy of public health communication strategies.

The study underscores the societal reliance on social media for information during crises. Recognizing the different ways in which communities engage with, and are influenced by, platform-specific discourse can help in fostering a more informed and empathetic society, better equipped to handle global challenges.

This research is among the first to offer a comprehensive, cross-platform analysis of social media discourse during a global health event. By comparing user engagement across platforms, it provides unique insights into the multifaceted nature of public sentiment and information dissemination during crises.